Virtual Experience

Tl;dr

Project Overview

This project was completed as my final capstone project as part of my Bachelor of Design Innovation degree and explores the design of a virtual reality (VR) training system to improve moving and handling practices when caring for bariatric patients in New Zealand healthcare settings working with the local district health board

New Zealand has one of the highest and fastest‑growing rates of obesity globally. Obesity is currently one of the leading modifiable risk factors contributing to a range of health conditions, placing increasing pressure on an already stretched healthcare system. Bariatric patients often require more complex care, and as a result, healthcare professionals experience a higher risk of injury—particularly due to incorrect moving and handling techniques. The aim of this project was to explore whether a VR‑based training system could provide a more accessible, engaging, and effective alternative to traditional moving and handling training, ultimately reducing staff injuries and improving adherence to best‑practice techniques.

Problem
Healthcare professionals are required to complete moving and handling training, often through infrequent, workshop‑based sessions that combine theory and practical demonstrations. These sessions can be resource‑intensive, difficult to schedule, and limited in their ability to replicate complex bariatric scenarios. As a result, staff may lack confidence or practical experience when applying techniques in real‑world settings.

This project sought to address the question: How might immersive technology improve the way healthcare professionals learn and retain safe moving and handling practices for bariatric care?

Design Approach
The project followed the Design Thinking process, with a particular focus on empathy‑driven research, journey mapping, and iterative prototyping.

Empathise

The empathise stage began with an introduction to the problem space: bariatric care and the risks associated with moving and handling obese patients. Two initial How Might We questions were developed:

How might we clearly communicate the features required to create a successful VR training experience that can be handed over to a developer?
How might we demonstrate that a VR‑based moving and handling training system is an improvement on existing training methods?

This stage also included a literature review, which highlighted several key insights:

Technology‑enabled and simulation‑based teaching methods are particularly effective for nursing education.
Bariatric care is inherently complex and requires specialised equipment and techniques.
VR is increasingly being adopted within healthcare education and continuous professional development due to its immersive and repeatable nature.

Define

In the define stage, a journey map was developed to capture the current experience of nurses undertaking moving and handling training. This journey was initially based on ACC moving and handling guidelines, which typically involve multiple in‑person workshops covering:

Theory
Equipment selection and maintenance
Practical application

To ground this journey in real‑world experience, a stakeholder interview was conducted with a healthcare moving and handling training specialist. The interview transcript was synthesised to identify key pain points within the existing training model, such as limited realism, inconsistent engagement, and challenges transferring knowledge into practice.

Based on this input, the journey was redesigned to explore how VR could address these pain points. Following feedback from the training specialist, the project scope was refined to focus on equipment‑based training, specifically the use of the Raizer II lifting chair, which assists in lifting fallen patients from the ground to an upright position.

Ideate

The ideation stage introduced two further How Might We questions:

How might we design a VR training system that directly addresses the identified user pain points?
How might we ensure the system is accessible to users with a wide range of abilities and needs?

A competitive analysis of existing VR training solutions was conducted to understand what features worked well and why these products were successful. Insights from this analysis informed the development of several research frameworks, including:

A grid mapping key VR interaction features against established UX heuristics
A framework identifying how VR could address training pain points, including assessment criteria, onboarding experiences, and measurable learning outcomes
An accessibility framework outlining considerations such as visual, mobility, and cognitive needs, supported by VR plugins (e.g. vision‑assistance tools and mobility‑friendly interaction modes)

Prototype

Using the research insights, a draft end‑to‑end VR experience was mapped out through a detailed journey map. This captured how users would interact with:

The training activity itself
The virtual environment
User interface elements
Audio and instructional cues

A walkthrough session was conducted with a prospective user to validate the structure, flow, and interaction points of the experience. Feedback from this session led to:

The consolidation and reduction of journey steps to improve clarity and focus
The addition of more meaningful interactions at key moments in the experience

Visualisation & Concept Development

To communicate the concept effectively, a multi‑medium prototyping approach was used.

A simulated training environment was created using the online metaverse platform Spatial, allowing the design of a custom 3D scenario. Open‑source 3D assets were sourced from Sketchfab, including key equipment such as the Raizer II chair.

Screenshots from the 3D environment were edited in Photoshop to add visual effects and emphasise key interactions. These images were then imported into Figma, where user interface elements were overlaid and refined. The final output combined storyboards and written explanations to clearly articulate the proposed VR experience, interaction design decisions, and user experience features.

Outcome

The final concept demonstrates how a VR‑based moving and handling training system could offer a more immersive, flexible, and accessible alternative to traditional training methods. By focusing on realistic scenarios, equipment‑based learning, and inclusive design, the project illustrates the potential for VR to improve confidence, skill retention, and safety outcomes for healthcare professionals working with bariatric patients.